Abstract

This article is critical of the implementation of massive open online courses (mooc s) by institutions seeking the deep student learning often found in general education learning outcomes. Customized student interaction with an expert in the field is rendered impossible by the scale of mooc enrollment. Concerns are also raised about the economic model of mooc s. Nevertheless, the article explores the importance of technology-aided instruction in the classroom and the appropriate use of lectures drawn from mooc s and other sources.

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Additional Information

ISSN
1527-2060
Print ISSN
0021-3667
Pages
pp. 256-268
Launched on MUSE
2014-12-22
Open Access
No
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